Learning to Deflect: Conceptual Change in Physics during Digital Game Play

Autor/inn/en	Sengupta, Pratim; Krinks, Kara D.; Clark, Douglas B.
Titel	Learning to Deflect: Conceptual Change in Physics during Digital Game Play
Quelle	In: Journal of the Learning Sciences, 24 (2015) 4, S.638-674 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2015.1082912
Schlagwörter	Educational Games; Physics; Science Instruction; Technology Uses in Education; Scientific Concepts; Concept Formation; Semi Structured Interviews; Grade 8; Video Technology; Teaching Methods; Computer Games; Case Studies; African American Students; Poverty; Charter Schools; Coding + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Concept learning; Begriffsbildung; School year 08; 8. Schuljahr; Schuljahr 08; Teaching method; Lehrmethode; Unterrichtsmethode; Computer game; Computerspiel; Computerspiele; Case study; Fallstudie; Case Study; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Armut; Charter school; Charter-Schule; Codierung; Programmierung
Abstract	How does deep conceptual change occur when students play well-designed educational games? To answer this question, we present a case study in the form of a microgenetic analysis of a student's processes of knowledge construction as he played a conceptually-integrated digital game (SURGE Next) designed to support learning about Newtonian mechanics. Grounded in the Knowledge In Pieces framework of conceptual change (A. diSessa, 1993), we analyze the processes through which the student, Jamal, developed an expert-like understanding of deflections, a phenomenon that has been previously identified as challenging to understand for novice physics learners. We also explore the key characteristics of SURGE Next supporting these conceptual change processes. Our analysis shows that Jamal's learning involved iterative refinement of his conceptual understanding through distributed encoding (A. diSessa, 1993). That is, as Jamal advanced through the game levels in SURGE Next, he developed a progressively more distributed sense of mechanism (A. diSessa, 1993) and was able to identify and operationalize the roles of the direction and magnitude of an object's initial (or previous) velocity in determining the velocity resulting from the application of a new impulse. We also discuss the methodological and design implications of our findings for future research on digital games for learning. [An earlier version of this article was presented at the National Association of Research in Science Teaching Conference, 2013.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01